84 funds). - ERICThe Dutch colonial era (until 1942). Education in Indonesia in the form of general...

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TITLE Towards Universalization of Primary Education in Asiaand the Pacific: Country Studies--Indonesia.

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PUB DATE 84NOTE 61p.; In: "Towards Universalization of Primary

Education in Asia and the Pacific: Country Studies";see PS 016 069. Some charts contain small type.

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EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS.DESCRIPTORS Curriculum Development; Educational Administration;

*Educational History; *Educational Innovation;Educational Legislation; *Educational Planning;*Educational Policy; *Elementary Education;Enrollment; *Equal Education; Foreign Countries;Program Descriptions; Standards

IDENTIFIERS *Indonesia

ABSTRACTPrimary education in Indonesia is described in this

study. Chapter One takes up several topics, including the historicalbackground of educational development, basic direction and policy,general organization of the school system, organizational structure,primary school management, teaching staff at primaxy schools,educational supervision, supply of textbooks and teaching materials,in-service teacher education, supply of primary school buildings, andthe participation of citizens at the local level. Chapter Twodiscusses enrollment, standards for primary schools, curriculumdevelopment, and out-of-school education. Chapter Three focuses onnational policy and planning for universal primary education, givingparticular attention to legal foundations, strategies, drop-outs andgrade repetition, teacher education, plans for school buildingprovision, and language used as the medium of instruction. ChapterFour describes significant new developments and programs concerningTeacher Training Institute Laboratory primary schools, formal andnon-formal education within the frame of compulsory education,primary school administration, and methods of promotion andappointment in teacher functional posts. Related charts and tablesare appended. (RH)

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PoIntsolview or opinions stated in this dock,-ment do not necessarily represent officialOERI position or policy.

Asian Programme of EClucational Innovation for Development

ft Towards Universalizationof Primary &fixation

in AsiaandthvTacific)

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Criv1.7

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TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

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FOR EDUCATION IN ASIA AND THE PACIFICBangkok, 1984

This volume is one of a series of National studies of the progressbeing made towards the universalization of primary education under-taken by the following Member States:

Bangladesh Papua New GuineaChina PhilippinesIndia Republic of KoreaIndonesia Socialist Republic of Viet NamNepal Sri LankaPakistan Thailand

Towards universalization of primary education in Asia and thePacific; country studies Indonesia [compiled by] the AsianProgramme of Educational Innovation for Development,Bangkok, Unesco, 1984.51 p. (Asian Programme of Educational Innovation for Develop-

ment)

1. EDUCATIONAL DEVELOPMENT INDONESIA. 2. PRIMARYEDUCATION INDONESIA. 3. UNIVERSAL EDUCATION PRO-GRAMMES INDONESIA. 4. EDUCATIONAL INNOVATIONSINDONESIA. I. Unesco. Regional Office for Education in Asia and thePacific, Bangkok. II. Title. III. Series.

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Preface

Universalization of primary education (UPE) is one of themajor priority goals of countries in the region of Asia and the Pacific.The developing countries in particular, are now vigorously engagedin the formulation and implementation of policies, plans andprogrammes aimed at making adequate and suitable opportunitiesfor primary education available as soon as possible for all childrenand young people.

In 1983, as part of a major project under the Asian Programmeof Educational Innovation for Development (APEID) on theUniversalization of Education, 12 countries in the region undertooknational studies. The national studies were conducted to analyse thestage reached by the countries in UPE, and the problems encounteredby them in providing educational opportunities to all children at theprimary level; to review significant new and current developments inprogrammes and projects which the countries have undertaken inorder to expand and improve primary education; and to contributeto achieving the target of primary education for all children. Thestudies were conducted by national institutes and professionalgroups under the guidance of high level committees of the Ministriesof Education in the respective countries.

On completion of the national studies, a Regional ReviewMeeting was held in November 1983 which undertook an in-depthanalysis of the methodologies of the national studies and examinedtheir findings. The meeting also made suggestions for improvingand updating the national studies tabled for review.

Following the recommendations of the review meeting, studyteams in the participating countries have revised and updated thenational studies. The present publication is an outcome of thecollaborative and co-operative efforts of the member countries inunderstanding the progress made in the universalization of primaryeducation, the nature and extent of problems and issues and theirimplications for achieving UPE in the region before the end of this

century.

5

This series which provides a comparative view of the positionof and progress made in UPE has been published with the view thatthe countries in the region, in their bid to step up measures forUPE, will find the information, experiences and conclusions usefulin pursuing the goal of 'education for all' with a new vigor bydrawing on the experiences of other countries with the same goalsand objectives.

6

CONTENTS

Page

Chapter One: A PICTURE OF PRIMARY EDUCATIONIN INDONESIA 1

Historical background of educational devel-opment 1

Basic direction and policy 6

General organization of the school system 8

Organizational structure Ministry ofEducation and Culture 8

Primary school management 12

Teaching staff at primary schools 13

Educational supervisioh system 14

Supply of textbooks and teaching materials 16

In-service training for teachers 18

Supply of primary school buildings 20

Participation of the local people 21

Chapter Two: ANALYSIS 22

Enrolment 22

Standards for primary schools 26

Supervision of schools 28

Curriculum development 30

Out-of-school education 30

Chapter Three: NATIONAL POLICY AND PLAN OF UPE 33

Legal foundation 33

Strategy of approach 34

Drop-outs and repeaters 37

Chapter Four:

Page

Teacher training 38

Plan for school building provision 39

Language used as the medium of instruc-tion 39

SIGNIFICANT NEW DEVELOPMENTSAND PROGRAMMES 40

Teacher Training Institute LaboratoryPrimary Schools 43

Formal and non-formal education within theframe of compulsory education 43

Primary school administration 44

Method of promotion and appointment inteacher functional posts 45

Annex : 46

8

Chapter One

A PICTURE OF PRIMARY EDUCATIONIN INDONESIA

Historical background of educational development

Before the seventeenth Century education in Indonesia alongwith the development of its era, was of religious character. Therewas a time that it was based on Hinduism, a time that it was basedon the Moslem religion, and a time of a mixture of Moslem andChristian religions. Below is a description of education in Indonesiafrom era to era.

The Dutch colonial era (until 1942). Education in Indonesiain the form of general education schools, as found nowadays, has

existed since 1605.1

These were Christian-oriented private, general schools, andserved only the European community. Not until 1817, after theDutch ruled Indonesia again, was the first public primary school inJakarta (Batavia) established, specially for European children.' Theprimary schools for the indigenous children were not establisheduntil 1848, when there were 20 schools.3

By 1940 there were a variety of primary schools which wasunfortunate as it created walls separating one school from the other.The types of primary schools and normal schools existing at thattime were:

1. Village school with a three year programme. The mediumof instruction was the local dialect, and the subjects taught were the3Rs. Village schools usually had only two teachers and two class-rooms.

1 Ministry of Education and Culture. Indonesia Education from era, BP3K page44.45

2 Ibid, page 50

3 Ibld, page 51

Universalization of education Indonesia

2. Second indigenous schools with a five-year programme.Grades I, H and HI followed the same curriculum as that of thevillage schools, while in grades IV and V Malay, history, geography,biology and simple physics were taught.

3. Continuation school with a two-year programme aftervillage school. The education programme was the same as in gradesIV and V of the second indigenous school.

4. Dutch indigenous primary school (HIS) with a seven-yearprogramme. After the second grade the medium of instruction wasDutch. The education- programme was the same as that of thesecond indigenous school, but extended and taught in Dutch. Onlyselected indigenous children were admitted to this school. Theindigenous primary schools were established in big cities and differedin name according to the school's location.

In Java, for instance, they were called the Dutch JavaneseSchools, and in Kalimantan the Dutch Dayak Schools.

5. Dutch Chinese primary school (HCS) This was a primaryschool for Chinese citizens. The education programme, length ofstudy, and medium of instruction were the same as the Dutchindigenous schools but the medium of instruction was Dutch startingfrom grade I.

6. Dutch Arabic primary school (HAS) This school was thesame as the Dutch Chinese Primary School but for Arab citizens.

7. European primary school with a seven-year study pro-gramme. This school was meant for European children, especiallyDutch children. Indigenous children with certain qualifications werealso admitted.

8. Link school 'A' with five-year study after the village schoolor grade III of the second indigenous school. This school was mtantas a link between Malay medium schools and Dutch medium schools.The stress was on mastering the Dutch language and adjustment ofthe education programmes of the second indigenous school and theDutch indigenous schools.

9. Link school with a four-year programme after thesecond indigenous school or the continuation school. The objectiveof this school was the same as that of Link School 'A'.

2

10

A picture of primary education

Teacher training schools were also highly specialized in thatentrants came from a particular school programme and upon gradua-tion could generally only return to teach in the same kind of school.(Figure 1).

The Japanese occupation era (1942-1945) Several importantchanges were made in the development of education in Indonesiaduring the Japanese occupation. With the support of prominentIndonesian educators, the Japanese government decided to:

a) Eliminate the existing various primary schools and makethem into six-year and three-year primary schools;

b) Use Indonesian as the medium of language for all schools;

c) Discard all Dutch textbooks and translate them intoIndonesian; and

d) Replace Dutch language lessons with Japanese languagelessons starting in grade I of primary school.

With the simplification of primary schools, the teacher'sschools consequently experienced changes too. There were onlythree types of teacher's schools then:

a) The two-year teacher school;

b) The four-year teacher school; and

c) The six-year teacher school.

Thus it can be said that the development of primary educationin the Japanese era was marked by uniformity and simplification andcould be considered as the starting point of national development ofeducation in the years to come.

The era of Independence (1945-present day). This era hasbeen marked by the following efforts:

1. Democratization in education by giving all children thesame opportunity for education;

2. Increasing the quality of education among others bygradually making the three-year study primary schools into six-yearprimary schools; and

3 11


Figure 1. School system of primary and teacher training schoolsbefore 1942

Dutch indigenousteachers school

Teachersschool kindergarten

I

Eli I Higherteacherscollege

III

I H

ELI I ELI

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1Nlormal ) Teacherschool school

-1 I )))

Village teachers )course

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Eropean Chinese/ Primary Second Villageprimary Arabic school indigenous school

school school school

4 2

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3. Since 1965 attempts have been made to make educationcompulsory for the 6-12 age group. Despite many difficulties, due

to lack of teachers, schools and facilities the improvements werestriking. Table 1 shows the development of primary education from

1940 to 1961.

Table 1. Development of primary schools (1940-1961)

Year Number Era

Schools Teachers Students

1 940/1941 17,848 45,415 2,259,245 Dutch

1 944/1945 15,096 36,287 2,513,410 Japanese

1960/1961 37,673 230,633 8;990,875 Indonesian

The increase of students in 1960/1961 was due to the intro-duction of a preparatory course for compulsory education, a form ofprimary education which had the direct support of the peoplethemselves. It was a realization of co-operation between society,parents and government in organizing primary education and laterdeveloped into regular Primary Schools.

The few teachers schools in 1910 were mostly four-yearteacher's training schools and it was not until 1947 that the six-year teacher's training schools were established in Purworkerto,Yogyakarta and Surakarta. To overcome the shortage of teachers inimplementing compulsory education an institute called Course forTeachers of the Course Introducing Compulsory Education(KPKPKB) was established in the 1950s in each district. It was afour-year study programme after primary school. These schools andcourses have now been incorporated in the Teacher Training Schools.

In the years 1973-1974 to 1983-1984, 73,620 primary schoolunits were built, and 669,400 teachers appointed while 600 milliontextbooks were printed.

How much attention the Indonesian nation has given toprovide facilities for primary education is shown in Table 2.

Facilities in the provinces covered the addition of classrooms,

housing for school principals and school guards, and housing for

513


Table 2. Number of faciliSes provided through the aid programme for thedevelopment of primary schools (1973-1974 to 1983-1984)

Component Sub-component Total

New primaryschool building

62,550 units (a' 6 sites)10,500 units (a' 3 sites)

570 units multistoried73,620 units

Teacherpromotion

508,460 Classroom teachers121,840 Teachers of religion37,300 Teachers of sports .

1,800 Primary school teachersfor exceptional children

669,620 persons

Equipments/books

.

446,500.000 textbooks148,700,000 reading books

595,200,000 exemplars

teachers, renovation of schools, and the provision of sports articles.In this way the participation of primary school children increasedstrikingly from only 60 per cent in 1970 to 94 per cent in 1983-1984. In addition to the traditional primary education for the 7-12year age group there was the Madrasah Ibtidaiyah, a Moslem religion-oriented school of 6-7 years of education. Another attempt to giveeducation to those unable to attend school was the Learning whileWorking Project.

Basic direction and policy

The national objectives stipulated in the preamble of the 1945Constitution to 'protect the entire Indonesian nation and the coun-try of Indonesia and to enhance national welfare, to sharpen theminds of the people and participate in the implementation of worldorder based on freedom, everlasting peace and social justice' is to beachieved through development in all parts of the people's lives.

In Chapter XIII, Article 31 of the 1945 Constitution it isstipulated that each citizen has the right to enjoy education.

Government Regulation No. 65, year 1951 gives Governors/Provincial Governments the authority to organize primary schoolswhich among others means the establishment of schools, provisionof school buildings, supply of materials, learning materials, subsidyto Private Primary Schools and management of teachers and schoolprincipals.

61 4


Presidential Decree No. 34 year 1972 and Presidential Instruc-tion No. 15 year 1974 put the main responsibility of developingand organizing education in Indonesia upon the Department ofEducation and Culture.

The People's Assembly in the Broad Outlines of the StatePolicy No. IV/APR/1873, No. IV/MPR/1978, and No. II/MPR/1983gives directions for education development for periods of five yearsto be adjusted to the development of the lives of the Indonesiannation and people.

Decree No. II/MPR/1983 on primary education states amongothers that:

1. The stress of educational development is on theenhancement of the quality and expansion of prima-ry education in the framework of realising andmaking the implementation of compulsory educa-tion more effective and to expand opportunitiesto education up to secondary education;

2. In the framework of further expanding opportuni-ties to education facilities should be provided toenrol all school-age children, including those oflow-income families, the handicapped, or thosewho live in such remote areas that they cannotmake use of available facilities, so that they toocan get education and obtain skill.

Special attention is also given to the gifted children so thatthey can develop their potentials optimally. To encourage expansionof learning opportunities a Joint Decree of the Minister on InternalAffairs, the Minister of Education and Culture, and the Minister ofFinance of the Republic of Indonesia in 1977 exempted schoolsfrom fees and guaranteed the provision of subsidies by the Central

Government. Subsidies are used for the implementation of schoollessons; school administration and maintenance; school employee'swelfare; school's sports and arts week; education report books;organization of end of school evaluation and supply of end of schoolcertificate; supervision of management and reports; and data collec-

tion.

7 15


General organization of the school system

According to Education Law No. 12 year 1954 the schoolsystem follows 5 levels (Figure 2):

1. Pre-school (one or two years for ages 4-6);

2. Primary school (six years for ages 7-12);

3. Junior High School (three years). This school is dividedinto General Junior High School and Vocational Junior High School,which is again divided into:

a) Economics Junior High School,

b) Home Economics Junior High School, and

c) Public Technical School;

4. Senior Secondary School (three or four years). ThisSchool is divided into General Senior High School (SMA) and Voca-tional Senior High School, which is again divided into: (a) EconomicsSenior High School, (b) Feeder Economics Senior High School,(c) Home Economics High School, (d) Home Technical High School,(e) Secondary Technical School, (f) Secondary Technical Develop-ment School, (g) Aviation Technical Secondary School, (h) ShippingTechnical Secondary School, (i) Graphic Technical SecondarySchool, (j) Agriculture Technical Secondary School, (k) ArtsSecondary School, (1) Music Secondary School, (m) IndonesianMusic Secondary School, (n) Crafts Industrial Secondary School,(o) Social Works Secondary School, (p) Teacher Education School,(q) Physical Education Teacher School, (r) Special EducationTeacher's School, and (s) Junior Secondary Teacher Training School.

Organizational structure Ministry of Education and Culture

In line with the government administration system in general,the Ministry of Education and Culture is the main authority in thefield of education and culture with a central level organizationstructure and vertical offices organization structure in the region,covering the provincial, district/autonomous, and sub-district levels.

The Ministry of Education and Culture is headed by a Ministerwho is directly responsible to the President. In implementing his

School

Age

School

Year

Kinderprien Primuy School

..-"__ _ ...]...E.E,

Figure 2, Formal school system in Indonesia

lunloe Secondary Senior Secondary

School School

a im a1

a 9 10

2 3 4

m 0S 6 7

at 0 el7 8 9

16 0 18

P.01

119 :

HIGHER EDUCATION

LEVEL

19

10 11 12 13 13

17


task the Minister is assisted by a staff of experts who manage andstudy problems, according to their fields, on the Minister's instruc-tion.

The organizational stucture of the Ministry of Educationand Culture consists of the Minister; the Secretariat General; theexecutive boards which are the Directorate General of Primaryand Secondary Education; Directorate General of Higher Educa-tion; the Directorate General of Out-of-School, Youth and Sportsand the Directorate General of Culture; and the supervisory board,which is the Inspectorate General. In addition there is the Office ofEducational and Cultural Research and Development and the Centreswhich are directly responsible to the Minister and carry out certainspecific tasks.

The functions of the Directorates General are to (1) formulatetechnical policies, according to the policy of the Ministry of Educa-tion and Culture and based on current regulations; (2) carry outcounselling in their respective fields according to their main task andbased on the current regulations; (3) organize technical security andsupervision of the implementation of tasks by the directoratesgeneral.

The Secretariat General organizes administrative services andassistance including planning, organization, administration, recruit-ment, and management of budget and equipment to serve all unitsat all levels down to the regional levels.

The office of Educational and Cultural Research and Develop-ment organizes and co-ordinates education and culture in theframework of formulating policies, developing concepts and long-termplanning as well as supervising all research and development unitswithin the Ministry of Education and Culture; and supervisesresearch and development units within the Ministry of Education andCulture based on the decisions made by the body which is func-tionally responsible for the implementation of supervision of re-search and development.

The main task of the Inspectorate General is to control theimplementation of tasks of all units within the Ministry of Educationand Culture so that they are done according to plan and the currentregulations. In implementing this task the Inspectorate General has

1018

A picture ofprimay education

the function to (1) inspect each unit or office within the Ministryof Education and Culture with regard to general administration,financial administration, physical results, implementation of develop-ment projects, and others; (2) test and evaluate the result of periodicreports or once in a while that of each unit/office within the Ministryof Education and Culture following the Minister's directions; and(3) verify reports of complaints about constraints, deviations, ormisuses in the administrative and financial fields by units or officewithin the Ministry.

In addition there are the Co-ordinators of Private HigherEducation in the provinces who have the task to promote anddevelop Private Higher Education operationally in a region with thetechnical academic help of the public Universities/Institutes (Decreeof the Minister of Education and Culture No. 062/0/1982).

At the provincial level the Regional Office of Education andCulture carries out educational tasks and functions. There are alsoDistrict offices and Sub-District Offices of the Ministry of Educationand Culture. The Head of the Provincial Office is responsible to theMinister. The policies of the Minister and the technical policies ofthe Directors General are passed on to the region through the Headof the Provincial Office who passes them on to the District Officeand down to the Sub-District Office. The Head of the Sub-DistrictOffice is responsible to the Head of the District Office, while theHead of the District Office, Division Heads, Section Heads and otherofficials of the same level are responsible to the Head of the Provin-cial Office. Based on the organizational structure there are: sevenmain units with 54 echelon II officials at the Central level, 43Universities/Institutes, nine Private Higher Education Co-ordinators,six Academies, 27 Provincial Offices, 277 District Offices, and2,945 Sub-District Offices.

In addition, there are 123,000 technical implementation unitsconsisting of 105,485 public and private primary schools as well asthe National Library, regional libraries, radio media productionunits, an archeological research unit, museums, cultural parks,historical and ancient remnants units,units for the study of nationalhistory and values, and learning activities development units. Thereare also teacher education schools, secondary schools, vocationalschools, training kindergartens, try-out primary schools, specialschools and private kindergartens.

11

19


Primary school management

The government offices that are directly or indirectly responsi-ble for the primary school management and supervision (PrimarySchool and Madrasah Ibtidaiyah) are:

a) Ministry of Education and Culture, Directorate of PrimaryEducation;

b) Ministry of Internal Affairs, Directorate General of Gen-eral Administration and the Directorate General of Re-gional Development which is responsible for givingguidance and assistance to the organization of PrimarySchool by the Regional Governments based on Govern-ment Regulation No. 65 year 1951, and the developmentof primary school buildings;

c) Ministry of Religious Affairs, Directorate General ofSupervision of Moslem Religion Institute, which is incharge of education at Moslem schools, in particular theMadrasah Ibtidaiyah;

d) Ministry of Finance, Directorate General of Budgetingwhich is in charge of financing of the organization ofprimary school, in particular the salaries of primary schoolteachers and subsidies and fmancial assistance; and

e) National Development Planning Board which is in chargeof co-ordinating the planning of primary schools based onPresidential Instructions.

At the provincial level, the government offices responsible forthe management and supervision of primary education are:

a) The Provincial Office of Education and Culture, PrimaryEducation and *Teacher Training Division which super-vises primary schools in terms of planning, managementand control, of the curriculum, teaching-learning methods,determining the textbooks, modification of teachers,standardization of teaching-learning materials, and techni-cal considerations for the provision of subsidies to privateprimary schools.

012

A picture ofprimary education

b) The Provincial Office of Education (Kantor Dinas) whichorganizes primary schools including their construction,rehabilitation and maintenance of the buildings, provisionof school furniture and other school equipment, supply oftextbooks, management, teachers and subsidy to privateprimary school teachers.

c) The Provincial Office of the Ministry of Religion, Sectionof the Moslem Religion Teachers School which supervisesand manages education at Moslem schools especiallyMadrasah Ibtidaiyah.

Co-ordination among the three Government instances atprovincial level is apparent in the planning of allocation for theconstruction and 1-r:habilitation of primary school buildings and ofthe Madrasah Ibtidaiyah Schools buildings.

Co-ordination between the Provincial Office of Educationand Culture (KANWIL) and the Provincial Office of Education(KANTOR DINAS) is carried out in the organization of primaryschools including providing subsidies for report books, S'ITB,management and data collection as well as for the promotion ofprimary school teachers:

At the district/municipality levels, the government officesin charge of primary education (primary schools and MadrasahIbtidaiyah) are:

a) The District/Municipality Office of the Minister of Educa-tion and Culture, Primary School Section which supervisesand manages primary schools;

b) The District/Municipality Office of the Minister of InternalAffairs which organizes primary schools;

c) The District/Municipality Office of Religion, MoslemSchool Section which supervises and manages educationat the Moslem Schools, especially Madrasah Ibtidaiyah.

Teaching staff at primary schools

With the discontinuation of the Normal School in 1961 theTeacher Education School became the only institute for primary

13

21.

Universalizatiun of education Indonesia

school teachers training. In addition to the teachers for BahasaIndonesia, moral education, mathematics, science, social studies,skills and arts, there were teachers appointed for religion, and healthand physical education. Religion teachers were graduates from. theReligion Teachers Training managed by the Ministry of Religion,while the teachers for health and physical education were graduatesfrom the Physical Education Teachers School, established m 1977.

Basically the number of graduates should meet the need forprimary school teachers. During Repelita III (The Third 5-yearPlan, 1979-1984) 105,000 primary school teachers, 58,000 sports/health teachers should have graduated. The Teacher EducationSchool met the target while the Physical Education Teachers Schoolproduced only 12,000 teachers, so that crash programmes had tobe mounted.

Nationally the required provision of primary school teacherswas met but there was no equal distribution of teachers to eachprovince. One province had a surplus of teachers while other pro-vinces had a shortage.

By Decree of the Minister of Education and Culture No.0185/1976 of 24 July 1976, a Teacher Education School curriculumwas produced on a national basis to be used by private as well aspublic schools. In-service training has been a continual process sincethe 1950s and teachers are still being given in-service training throughprojects such as the teacher Education Development Project.

Educational supervision system

To provide equal and better education the government hasduring Repelita I (1969-1974) to Repelita III organized variousactivities, such as curriculum revision, construction of schools,supply of books and teaching materials as well as in service trainingfor teachers.

As a follow-up of these activities a monitoring and supervisionsystem was needed to collect data and information for furtherplanning and continuous counselling in the field or at school level;educative (administrative and technical) and non-educative (facilitiesand infrastructure).

14 2 2


The management of primary school education is the jointresponsibility of the Ministry of Education and Culture, the Ministryof Religion and the Ministry of Internal Affairs. This counsellingin the field is also carried out by these three parties as shown inTable 3.

Table 3. Management of supervision at primary school

Aspect Educational nnrcture Non-educationalstructure

Organiser General Education Ad-ministntiverfechnical

Religious Ectation Facilities, Man, MoneyMaterial

Central Level Department of Educe-tion and Culture, DitGeneral of Primary andSecondary Education.

Department of Re li-gious Affairs c.q. DitGeneral of Islamic In-slitution Development.

Department of Affairsc.q.

Mt General of Gen-eral Administrationand Regional Auto-nomy.Dit General of Re-gional Autonomy.

Provincial Level Head of ProvincialOffice, Department ofEducation and Culture

Head of Kindergar-tenHead of CurriculumSection.

Head of Provincial Of-rice. Department of Re-ligious Affairs c.q. HeadReligion Education inGeneral School Sector.

Governorc.q. Head of Educe-tional Office.

District Level Head of District Of-lice. Department ofEducation and Culture,Head of Primary Educa-tion Section

Head of District Office,Department of Reli-glous Affairs c.q. Headof Religious Educationin General School Sec-tion.

Head of EducationalOffice.

Sub-District Level Head of Sub-DistrictOffice, Department ofEducation and Culture,Kindergarten/PrimarySchool Supervisor.

Religious Education Su-pervisor.

Head of EducationalOffice.

Schuol Headmaster

Within the Ministry of Education and Culture, supervision andmonitoring is done by the School Supervisor for Kindergarten andPrimary Schools. Daily supervision of teachers is done by the schoolprincipals. Inspectors and supervisors are expected to be 20 daysin school and 10 days in the office every month.

For this purpose the 1.20 ratio was changed to 1.15 in 1975so that each school can be visited by a supervisor at least once a

15

23


month. This helps make supervision more effective. Although actualsupervision by inspectors, supervisors and school principals shouldbe both technical educative (professional) and administrative, toomuch stress is given on the administrative aspect because:

a) There are not enough contact hours between supervisorsand teachers; and

b) Inspectors/supervisors/school principals cannot give therequired professional guidance.

To overcome this problem in-service training is needed toincrease the quality of the teachinglearning process in school.

Supply of textbooks and teaching materials

Supply of textbooks. Before 1959 the supply of textbookswas based on an evaluation of books available in the market, by ateam from the Ministry of Education and Culture. The booksevaluated were in accordance with the curriculum which the teamrecommended for schools.

Since 1969 four textbooks have been written: BahasaIndonesia, social studies, mathematics and science, followed bytextbooks pancasila education. These textbooks were written byexperts in their respective fields together with experienced field-workers. After a try-out in four provinces the textbooks wererevised and printed so that each child would get one textbook.

The government has launched a 10-year programme so thatprimary school pupils will get four kinds of the most essentialtextbooks: Bahasa Indonesia (grades I-IV), mathematics (gradesI-VI), social studies (grades III-VI), physics (grades IV-VI), andpancasila moral education (grades I-VI). Twenty-seven milliontextbooks were printed and distributed in 1972 and another 138million books were made available between 1973 and 1981. TheGovernment has succeeded in supplying textbooks and referencebooks (for children) to be knt to the children free of charge.

Packet A of the Working and Learning Project is one form ofout-of-school education using a learning system development whichhas a student and community based approach.

16 24


To implement this programme, learning groups wc:c formedand learning centres provided to give them the opportunity to takean active role by using Packet A and modules. There are modulesfor pancasila moral education, Bahasa Indonesia, mathematics,physics and social studies.

For special schools materials were made available in the formof teacher's guides and student's books, each according to the child'stype of handicap. The books were distributed to the regions throughthe Provincial Office of the Department of Education and Culture,or through the District/Municipality Office of the Department ofEducation and Culture depending on the feasibility of communica-tion. From the District Office the books are sent to the Sub-District Offices and then to the schools where they become schoolproperty and are lent to the pupils.

The government has given the supply of these five types oftextbooks the highest priority. Books for other subjects are given tothe private sector. The Government evaluates the textbooks, andthose considered suitable are listed and the lists are sent to theschools. The school principals then select which books the pupilsshould buy. In the purchase of books, the Branch Office for Educa-tional Organization plays an important role, especially from thefinancial point of view.

Supply of reference/library books. Before 1969 the supplyof reference/library books was left to the respective schools. Since1973 this has been done by Presidential Instruction (Inpres).Through Inpres each school gets 100 titles. In the years that followthe titles are increased to 200. The texts of these books are writtenby the people and then published by private publishers. Booksfrom private publishers are evaluated by the evaluation team of theMinistry of Education and Culture and those considered good aredistributed by the publishers through the Regional Offices in theprovinces and through the District/Municipality Offices.

In addition to the supply financed by Inpres, schools may addthe supply of textbooks using an allocation from the Branch Office

for Educational Organization.

Supply of learning materials. Before 1969 the supply oflearning materials depended upon the ability of the local area to

1725


provide them. At the beginning of Repelita I, the supply of learn-ing materials began with the issue of a map of Indonesia for socialstudies. This map was then distributed to the schools. In the follow-ing Repelita further sets of learning materials were distributed toall schools.

In-service training for teachers

Bearing in mind the extensiveness of Indonesia and its geogra-phic situation of thousands of islands, the use of mass media andeducational technology to reach remote areas is considered onerelatively inexpensive and effective alternative for education thatcan be carried out continuously. The in-service training programme,conducted through the educational communication technologysystem, enriches the available learning sources and training materialsand promotes the implementation of these training materials in theclassroom more equally and rapidly at the primary school level, inthe remote areas. This programme reaches 34,000 primary schoolteachers spread over 11 provinces and is being expanded.

In 1981 there were already 11,640 learning group and thisfigure is presently being re-assessed. The groups are c sified asactive or non-active. Active groups are given details co e educa-tional radio programmes so that the teachers can prepai :selvesto listen when they are broadcast through the 24 statioi of "adioRepublic Indonesia, 25 regional government radio stations and 6commercial private radio stations. Audio cassettes for these pro-grammes are provided by the Centre of Educational and CulturalCommunication Technology, Office of Educational Research andDevelopment, Ministry of Education and Culture (Table 4).

Financial source

Primary schools are financed by the Government under theGovernment Expenditure and Revenue Budget. This consists of arecurrent budget for the implementation of school services, schooladministration, personnel welfare, supervision/data analysis anddata reporting, and salaries for teachers and Regional Office em-ployees; and a development budget, for the construction of primaryschool buildings and furniture, water supply, additional classes,housing for the school watchman, housing for teachers and school

18 26


Table 4. Educational Media Production and Policy Informationfor Primary Schools (1980-1983)

1980-1981 1981-1982 1982-1983 PLAN

1983 1984

Film 8 9 15 16

Audio recording 252 312 300 320primary school teacher (4 field (4 field (4 field (4 fieldtraining studies). studies). studies). studies).

414,000 384,000

Sound slide (primaryschool teachertraining)

22 9 4 15

Others 5 6 3 5

Sound slide of solar 240Ltclipse

TV/Video

a. Television ofGeneral Education

1. Developingaptitude

12 6 12

2. Nature and itssurroundings

12 15 26

3. Skills 6 12

4. Family quiz 5 21 24

5. Others 6 5

b. Television of childeducation.

1 3 5 10

principals, and for textbooks arid library books. There is also aprovincial expenditure and revenue budget consisting of a recurrentbudget for Etationery, and a development budget to supply demon--aut.:on materials, renovation of buildings, school equipment, andsupply of land. Other sources of finance come from the communityand foceign aid, such as Unesco grants in the form of library books.

Only the Inpres, SBPP and salaries figures were available toshow the trend in the increase/decrease of funds per pupil per year.


Nevertheless it is estimated that these figures almost represent thetotal amount (Table 5).

Table 5. Trends bi allocation of funds per pupil per year

By Presidential SBPP Salaries Students (2+3+4)1(5)Instruction In millions In millions In rupiahs

Year Inpresin millionsof Rp*

of Rp of Rp.

1976 53,877,0 15,550,124

1977 82,550,0 7,000 211,164,3 17,265,291 17,417

1978/79 108,552,5 12,650 214,298,9 19,074,819 17,598

1979/80 130,721,0 23,400 231,316,7 21,165,724 18,210

198 0/8 1 242,149,8 35,870 524,444,6 22,551,870 35,583

1981/82 364,503,3 46,600 645,869,2 23,862,488 44,295

1982/83 560,241,1 55,687,5 24,743,598

Approximately 1,005 Indonesian rupiah (Rp) = one United States Dollar

Supply of primary school buildings

To expand and give equal opportunities for education, especial-ly to the 7-12 age group, the Government has been building primaryschools on a large scale since 1973. Regional Governments provideda 1,500 m2 piece of land for each school.

The number of primary school buildings constructed between1973 and 1984 is listed below.

Unit I (3 classrooms) 73,050

Unit II (3 classrooms) 62,550

Multistoreyed buildings 570(6 classrooms)

Additional classrooms 125,700

Housing for school principals 38,340

Housing for teachers 53,660

Housing for school watchmen 55,190

202 8


Planning and implementation problems included difficulty ingetting detailed and accurate data down to the District/Municipalityand Sub-District levels, the remoteness of some schools, and a lackof properly trained people to determine the location of new primarysch ools.

Planning was at first done through the top-bottom approach.A national allocation was made up to the Second Level Region,and then finalized through consultation or national workshops.This approach was gradually combined with the bottom-topapproach.

Participation of the local people

Financial assistance from the community, while small, com-pared to the amount allocated by the Government, is quite signifi-cant. It is chanelled through the branch office for EducationalOrganization and is an amount that can be used for school organiza-tion or to increase non-salary expenditure.

This amount can be broken down into 50 per cent for rehabi-litation, 35 per cent for non-salary operational activities of educa-tion, 15 per cent for administration and for part-time teachers, liketeachers of arts and physical education.

In general the school principal hands in a list of needs andbudget for a certain school year to the Head of the Sub-DistrictOffice of the Ministry of Education and Culture.

A representative of the Branch Office for Educational Organi-zation meets the members of the community and a decision isreached on the amount of the monthly contributions from the com-munity.

2 921

Chapter Two

ANALYSIS

The government has given first priority to primary educationsince the beginning of Repelita IL It has allocated Rp 2,174,600,000in the last ten years to build and renovate primary school buildings.This excludes the cost of textbooks, school-library furniture,physical education facilities, training for teachers and their place-ment which is provided separately.

Enrolment

Enrolment levels for the age groups 7-12 years at the end ofRepelita II was 85.2 per cent and during Repelita III it was expectedthat all children between 7-12 would be accommodated at school.It is anticipated that at the beginning of Repelita IV (1984-1989)education for this group will become compulsory.

It is estimated that now there are no schools located morethan 3 km from any residence.

There are two formal primary education institutes:

a) The first of its kind is called `Sekolah Dasar; abbreviatedinto SD, based on Government regulation No. 65 of 1951of which the administration aspect rests with the Depart-ment of Internal Affairs, whereas the education aspect ismanaged by the Department of Education and Culture.

b) The second institute of primary education is called 'Ma-drasah Ibtidaiyah', abbreviated into MI, where the core ofits curriculum stresses religious teachings and it is underthe Department of Religion.

To give a picture of comparison between SD and MI an overallsurvey was carried out in 1980-1981 with the following result:

The growth of the whole population compared to the 7-12age group shows a gross enrolment ratio increase from 66.1 per cent

223 0

Analysis

institutes Total schools Total students

SD M5 796 (81.5 per cent) 22,551.870 (87.9 per cent)MI 23,971 (18.5 per cent) 3,112,319 (12.2 per cent)SD + M 129,767 25,664,189 (100 per cent)

in 1971 to 91.0 per cent in 1981/82 with an average increase of 3.6per cent yearly. The number of rural schools has increased byalmost 45 per cent since 1977. In the corresponding period, urbanschools have increased by 33 per cent (Table 7). The growth per-c.entage of students enrolled in rural areas is greater than urbanareas. Students enrolment in rural areas has increased by almost45 per cent since 1977 while urban enrolment has increased by40 per cent (Table 8).

The definition of urban and rural areas is not consistent withthe definition prepared by the Central Bureau of Statistics. Thisbureau has revised the definition three times. In this paper, allmunicipalities belong to urban areas, the rest are rural areas.

The percentage of girl and boy students in the academic year1980-1981 for SD and MI is as follows:

Table 6. Number of schools, pupils and gross enrolment ratioof primary schools(1971 to 1 98011 981)

YearSchools Pupils Population

7-12 yearGross enrolmentratio of primary

schools %Total Per cent

IncreaseTotal Per cent

Increase

1971 64,335 0.46 12,896,147 0.60 19,500,300 66.1 %

1972 65,227 1.39 13,030,548 1.04 20,020,900 65.1 %

1973 65,910 1.64 13,069,459 0.30 20,555,200 63.6 %

1974 66,994 9.84 13,314,246 1.87 21,090,600 63.1 %

1975 73,589 9.07 14,280,157 7.25 21,653,000 67.7 %

1976 80,261 4.15 15,550,124 11.03 22,230,000 70.0 %

1977 83,590 10.66 17,265,291 10.48 22,822,100 75.7 %

1978/1 979 92,499 6.22 19,074,819 10.96 23,429,700 81.4 %

1 979/1980 98,248 7.68 21,165,724 6.55 24,053,100 88.0 %

1980/1 981 105,796 4.02 22,551,870 5.81 24,793,900 91.0 %

Data Source* Primary School Statistics- BP3K 1971 - 1980/1981

23.31

Universalization of education - Indonesia

Table 7. Number of schools by urban and rural areas(19 77 to 1 98211983)

YearUrban Rural- Total

School Per cent School Per cent

1977 9,093 10.88 74,497 89.12 83,590

197 8/1979 9,648 10.43 82,851 89.57 92,4 99

1979/1980 10,504 10.69 87,744 89.31 98,24 8

1980/1981 11,344 10.72 94,452 89.2 8 105,796

1981/1982 11,527 10.47 98,523 89.53 110,050

1982/1983 12,086 10.11 107,435 89.89 119,521

---.Data Source: Primary School Statistics 13P31( 1977 - 1982/1983.

Table 8. Number of primary mhool pupOs by urban and rural areas(1977 to 1 98211983)

YearUrban Rural

_

Total

Pupils Per cent Pupils Per cent

1977 2,475,3 89 14.34 14,789,902 85.66 17,265,291

1978/1979 2,736,565 14.35 16,333,254 85.65 19,074,819

1979/1980 3,083,938 14.57 18,081,786 85.43 21,165,724

1980/1981 3,323,880 14.74 19,227,990 85.26 22,551,870

1981/1982 3,447,095 14.45 20,415,393 85.55 23,362,488

1982/1983 3,484,206 14.08 21,259,39 2 85.92 24,743,598

Data Source: Primary School Statistics - BP3K 1977 - 19 82/1983

Schools Boys Girls

SD 54.4 45.6

MI 48.5 51.5

SD + MI 53.8 46.2

The growth percentage of boy and girl students of primary schoolssince 1974 is shown in Table 9.

Table 10 shows the average number of students in each class ateach grade since 1974, which is approximately 32.

24 2

Analysis.

Table 9. Number of primary school pupils by sex(1974 to 1 9811198 2)

YearPupils Pupils

TotalBoys Per cent Girls Per cent

1974 7,271,806 54.6 6,042,440 45.4 13,314,246

1975 7,788,701 54.5 6,491,456 45.5 14,280,157

1976 8,366,707 53.8 7,183,417 46.2 15,550,124

1977 9,288,257 53.8 7,977,034 46.2 17,265,291

1978/1979 10,314,615 54.1 8,760,204 45.9 19,074,819

1979/1980 11,340,970 53.6 9,824,754 46.4 21,165,724

1980/1981 12,260,050 54.4 10,291,820 45.6 22,551,870

1981/1982 13,105,225 54.9 10,757,263 45.1 23,862,488

Data Source: Primary School Statistics - BP3K 1974 - 1981/1982.

Table 10. Average number of primary school pupils per class(1974 to 1 98111982)

YearAverage number of pupils per class

I II III IV V VIAverage

1974

1975

1976

1977

1978/1979

1979/1980

1980/1981

1981/1982

40.1

40.0

37.0

37.0

37.3

38.2

38.0

37.0

35.4

33.1

33.5

33.6

34.1

34.0

34.4

35.0

32.8

30.5

31.5

32.4

32.3

32.2

32.4

32.9

28.7

27.9

28.9

29.6

30.4

30.0

30.0

29.3

25.4

24.3

25.4

26.3

27.5

27.8

27.9

27.9

21.8

21.5

21.8

23.1

24.0

24.9

25.1

25.6

31.5

29.6

30.5

31.2

31.8

32.1

32.3

31.8

Data Source: Primary School Statistics 1974 - 1981/1982

Table 11 indicates that in 1972 out of 100 students in gradeI, only 52 reached grade VI while in 1976 the number of studentsincreased to 60. The graduate students index has increased from 48to 57 during four years.

The repetition rate has dropped from 12.3 per cent in 1971 to10 per cent in 1980-1981 while during the same period the drop-outrate has declined from 10.6 per cent to 5.1 per cent.

25 3 3


Table I I. Pupils cohort in Indonesia(1972 to 198111982)

Year

1972

1973

1974

1975

1976

1977

78/79

79/80

80/81 *)

81/82 *)

Grade

I II III IV V VI Gr

100 a(3.018.452)N. d

100N90N u

(3.032.255) at

100 N 93 83 e(3.446.835)N

N70 s

100 N 89 83(3.552.670) N

100 N 92 82 73 60(4.002.377) N N

100 N 94 88 74 64 52

(4.331.285) NN N N NN -----'-- 4887 78 65 56

N N83 75 68 57

N------*-- 52

100 N 91

(4.929.754)N

100 N 92(5.682.323)

100N 89 84 75 68 61

(5.221.513)

93 82 75 67 60

(5.284.819)

*) Including Timor-TimurData Source Primary School Statistics BP3K 1981-1982

Standards for primary schools

The standard set for primary schools was six classes, 240students, six teachers and one headmaster. In the early years thebuilding of primary schools was based on this school standard.But in practice the school size based on the number of teachersand students in 1974, 1975, 1976 did not match that standard.The number of teachers varied from one to 12 and the number ofstudents varied from 50 to 600.

The percentage of schools having seven teachers including aheadmaster was approximately 15 per cent. On the other side

Analysis

the number of schools having students 201-250 (approximately17 per cent) was smaller than schools having students 151-200(approximately 23 per cent).

The number of teachers from 1974 to 1982-1983 accordingto sex is shown in Table 12 while the number of teachers accordingto the areas is shown in Table 13. Within nine years the total num-ber of teachers has increased from 288,986 to 550,909.

Table 12. Number of primary school teachers by sex(1974 to 198211983)

YearTeachers by sex

TotalMale Per cent Female Per cent

1974 288,986 65.1 155,255 34.9 444,241

1975 305,746 64.7 166,952 35.3 472,698

1976 327,433 63.6 187,479 36.4 514,912

1977 362,823 65.7 189,104 34.3 551,927

1978/1979 401,347 67.7 191,092 32.3 592,439

1979/1980 426,190 68.8 193,582 31.2 619,772

1980/1981 454,076 68.1 212,703 31.9 666,779

1981/1982 476,554 66.8 236,668 33.2 713,222

1982/1983 550,909 66.8 273,315 33.2 824,224

Data Source: Primary School Statistics BP3K 1974 - 1982/1983

Table 13. Primary school teachers by urban and rural areas

YearNumber of primary school teachers

Urban Per cent Rural Per centTotal

1977

1978/1979

1979/1980

1980/1981

1981/1982

1982/1983

76,465

82,504

86,725

99,815

103,205

104,945

13.9

13.9

14.0

15.0

14.5

12.7

475,462

509,935

533,047

566,964

610,017

719,279

86.1

86.1

86.0

85.0

85.5

87.3

551,927

592,439

619,772

666,779

713,222

824,224

Data Source: Primary School Statistics BP3K - 1977 - 1982/1983

27 35


Although the number of female students undergoing teachertraining is bigger than the male students, the number of womenteachers was smaller than that of men because of the difficulty ofplacement.

Reasons were identified for school age children not attendingschool in both urban and rural areas. These were lack of understand-ing of the value of education, socio-economic factors, laziness,ignorance and dull classes. This group comprised only 5 per centof school age children. The government has tried to overcomethis problem by opening non-conventional primary schools such asImpact Project, Small SD, and Learning Group Packet A which arediscussed further in Chapter Four.

In 1982 the Department of Social Affairs identified a tribal/nomadic population of 1,495,000 people spread in 20 provincesmostly in Irian Jaya. The government has made efforts to developtheir education since 1951 and these efforts have been enhanced in

recent years.

Supervision of schools

The number of primary school and kindergarten supervisorsis not yet certain. In 1982 a survey was carried out amongst theheads of sub-district offices, to identify the number of supervisors.Besides supervisors of elementary school and kindergarten there arealso supervisors of young generation development, physical educa-tion and sport, directorate of community education and supervisorsof culture. From 68 per cent of the respondents conclusions can be

drawn that the number of supervisors is still lacking. A supervisorshould inspect 20 primary schools which is 30 per cent more thanthe fixed standard. Distribution of the number of primary schooland kindergarten supervisors and the school supervisors ratio byprovince is shown in Table 14.

Those who are designated as supervisors were former seniorheadmasters of primary schools. As they should go from one area toanother area for inspection, they have been equipped with motor-cycles since 1975. Besides their function in educational matterssupervisors are also assigned to do administrative matters dealingwith finance and school mapping, and in fact act as officials of therespective District Office of Education, managed by the Department

26 6

Analyst's

of Internal Affairs. Thcy also havc some training from the Officeof the Department of Education and Culture of the same region.Thcy are assigned to give lectures in various ficlds to mobile trainingcourscs carricd out in the same region.

Table 14. Number of kindergarten and primary school supervisorsand ratio of schools to supervisors sample result 68 per cent

(1982)

No. Provinces

Primary schoolsupervisors

Supervisedprimary schools

Ratio of primaryschools tosupervisors

01. DKI Jakarta 144 2,179 15.13

02. Jawa Barat 857 9,072 10.59

03. Jawa Tengah 774 14,383 18.58

04. DI Yogyakarta ... ... ...05. Jawa Timur 442 13,182 29.82

06. DI &c e h 126 2,050 16.27

07. Sumatera Utara 329 7,686 23.36

08. Sumatera Barat 136 3,062 22.51

09. Rian 74 1,723 23.28

10. Jambi 31 1,082 34.90

11. Sumatera Selatan 109 2,866 26.29

26. Bengkulu 41 890 21.71

12. Lampung 37 980 26.49

13. Kalimantan Barat 22 571 25.95

14. Kalimantan Tengah 48 1,300 27.08

15. Kalimantan Selatan 109 1,912 17.54

16. Kalimantan Timur ... ...

17. Sulawesi Utara 42 1,004 23.90

18. Sulawesi Tengah 42 923 21.98

19. Sulawesi Selatan 139 2,773 19.94

20. Sulawesi Tenggara ... ... ...

21. Maluku . ... ...22. Bali 55 1,542 28.04

23. Nusa Tenggara Barat 74 1,974 26.68

24. Nusa Tenggara Timur 123 2,566 20.86

25. Irian Jaya 35 768 21.94

27. Timor Timur ... ... ...

Indonesia 3,789 74,488 19.66

... the data is not available

29 3 7


Curriculum development

Since independence the school curriculum has been revised atleast five times. The present curriculum is called curriculum 1 975and it is soon likely to be revised to suit national needs and interna-tional demands. In preparing the 1975 curriculum, efforts weretaken to suit the subject taught at school with educational objectivesin particular and national objectives in general.

The nine subjects taught at primary schools are religion,moral pancasila, Indonesian language, social sciences, mathematics,physical education and health, art, natural science and some skillseducation.

The detailed description of subjects taught per grade is shownin Table 15. As indicated in that table the length of period persubject taught in the grades I and II is half that taught in othergrades. Thus a school building having five classrooms can be usedby one primary school consisting of six grades. Grades I and II usethe same classroom in turn. In urban areas there are a lot of primaryschool buildings used by more than one school.

In the implementation of curriculum, each subject taught hasa special manual. The manual contains an outline of the teachingprogramme, the understanding of subject taught, distribution andallocation of time, the approach used, administration, methodsused, medium of instruction, reference books, and evaluation.

Special education. Up to now the community has played abig role in the management of special education. Nearly 90 per centof the management of special education is carried out by the privatesector.

Both private and public schools for the handicapped havevarious educational facilities provided by the government or privateinstitutions in Indonesia or abroad. In the teaching of the handi-capped, educational facilities are decisive factors in the attainment oflearning-teaching objectives. Through Presidential Instruction No. 4of 1982, 200 schools for the handicapped will be built where suchschools are not found.

Out-of-school education

Non-formal or out-of-school education is a sub-system of thenational education programme which mainly serves those who, for

30 3 8

Analysis

Table 15. Curriculum in primary schools)71

Average number of work IL,. 10! LII , 'tools in year: 225 daysAverage number of lesson pcziotls poi vteL 32 hours

SubjectlActivityGrades

VI117 III Iv V

Religions Education 2 2 2 3 3 3

Pancasila Moral Education 2 2 2 2 2 2

Indonesian language 8 8 8 8 8 8

Social Science 2 2 2 2

Mathematics 6 6 6 6 6 6

Natural Sciences 2 2 3 4 4 4

Sports and Hygienics 2 2 3 3 3 3

Arts 2 2 3 4 4 4

Special skills 2 2 4 4 4 4

Total periods 26 26 33 36 36 36

One lesson period = 30 minutes for grade I and II40 minutes for grade III-VI

Data Source: Book of primary school curriculum

any reason, do not attend school. Out-of-school education putsmore emphasis on the provision of knowledge, mental attitude andpractical life-skills relevant to the environmental needs of the society.

Thus, the out-of-school education programme is a work-studyprogramme implemented by learning groups with the purpose ofcatching up what is lacking. The main trends and new developmentsin out-of-school education are the organization of the method oflearning, delivery, and the curriculum.

In the past, all illiterate people in one village were calledtogether in the classrooms of the village primary school and taughtby so-called 'professional' teachers. These were sometimes thevillage primary school teachers who had been given additionaltraining in how to teach the 3Rs. They might also be non-schoolteachers especially a7signed for that purpose.

Under the pre.sert policy the illiterates do not go to school anymore. Together with their neighbours they form a learning sjoup offive to ten persons, and choose a literate person among them toteach them literacy and numeracy. The literate person acts as tutorand guide using specially developed literacy packages. The classes

'31 39


take place in the homes of students in the evening between 19:00and 21:00 hours. There is also some development in the deliverysystem, such as structure, analysis and synthesis, and provision ofa number of supplementary materials such as printed media.

Some basic principles in the preparation of the Packages areas follows:

1. The content must be relevant to the daily life of thepeople;

2. The content must be written so that man is always at thecentre of attention. The content must be 'the minimumessential learning needs' of the people;

3. The package must include the following:

a) spiritual values based on the belief in God Almighty,

b) sense of mutual help, sense of tolerance, acquisitionof a critical and logical view, and a democratic way ofthinking,

c) functional capability in reading, writing and speakingin Bahasa Indonesia and in arithmetic so as to be ableto read magazines, newspapers and booklets on agricul-ture health etc. to write simple personal and officialletters and to measure areas, to calculate loan interestetc.,

d) basic knowledge and scientific view on the main-tenance of the eco-system, relationship of sanitationand health, methods of farming etc.,

e) application of knowledge and skills on family health,nutrition, management of household budget, etc., and

f) active participation in community life;

4. The package must move from simple to complex materials,and the learning of the 3Rs must be integrated; and

5. The content of out-of-school education includes civiceducation (Pancasila, religion and political education),knowledge, skill and mental attitude, and socio-culturaleducation.

3240

Chapter Three

NATIONAL POLICY AND PLAN OF UPE

Legal foundation

One article in the Education Fundamentals Act states that'a child aged six years is entitled to receive an education, while achild aged eight years is obligated to attend an education for sixyears'. It is this article that is applied by the government in imple-menting the universalization of primary education. The creation ofan introductory course to compulsory education, a form of a simpleprimary school, was established on a large scale in the 1950s. Thisundertaking convinced the parents and society as to the impor-tance of education and was accomplished voluntarily in mutualco-operation.

In 1973 the government drew up a state policy on the univer-salization of primary education which stated:

Education is essentially a conscious undertaking todevelop the personality and capability in and outsidethe school and takes place for life. On account of that,in order that the education may be owned by the entirepeople* in accordance with their respective/individualcapabilities, education is the responsibility of thefamily, society and Government.

The broad outlines of the state policy of 1978 state:

The emphasis of the educational programme is laid onthe expansion of elementary education within the frameof realizing the implementation of compulsory educa-tion, that all at once provides the skills in accordancewith its environmental requirement.

If the President confirms that compulsory education will goahead it will begin in July 1984.

The italics are added by the writer

33 41


Strategy of approach

Indonesia is an archipelagic state of about 13,000 islands allwith different densities of population. The entire territory ofIndonesia may be divided on the basis of three criteria:

a) Normal areas (not isolated) and physically isolated areas,because their locations are far apart;

b) Areas with dense population and areas with sparse popula-tion; and

c) Areas with easy communications and areas with difficultcommunications.

In facing the uneven and homogeneous distribution of popula-tion the strategy for compulsory education implementation isarranged as follows:

Compulsory education for isolated areas. Primary schoolbuildings have been constructed consisting of three rooms withthree teachers to serve grades I to VL These will be known as smallprimary schools. Learning/teaching process modules are availablebearing in mind that a teacher possibly teaches two classes simul-taneously.

Compulsory education for densely populated areas. As thereis difficulty in obtaining land for school buildings, they are multi-storeyed and can have more than six classrooms. Schools like this arefound in big cities. They may be used for single or double sessions.

Compulsory education for normal areas. In normal areashaving a population below 1,000 persons each km' , primary schoolsare set up with six study rooms for the six grades of education.

Ibtidaiyah Islamic schools. An Ibtidaiyah Islamic School (HS)is an educational institution of the same level as a primary schoolconducting a study of the Islamic religion as a subject as well asgeneral subjects of instruction. The Certificate or Diploma of HShas the same value as that of primary schools. A student of an HSmay transfer to a primary school and its graduates may continuetheir studies at junior high schools. The duration of study at HSmay be extended from six years to seven years or by adding theperiods of lessons of each day outside the periods stipulated in thecurriculum.

34

42

National policy and plan of UPE

SD Pamong, 'Pamong' is an abbreviation of 'Pendidikan Anakoleh Masyarakat Orangtua dan Guru' (Education of Children by theSociety of Parents and Teachers). The significance of these schoolsis the participation of parents and the society generally, who assistby furnishing places of study and who participate in the learningprocess.

The SD Pamong are established at places where there arechildren of 7-12 years of age, either not attending or having droppedout of school. They also have grades I to VI. The study activitiesmay take place in the day-time, in the afternoon, or in the evening,as desired by the parents and children so as not to disturb othereconomic activities. In isolated areas the learning/teaching activitiesmay take place in the houses of the population at certain times inaccordance to the children's spare time.

Primary school teachers or tutors from the community, run aprogramme called the Kejar programme using learning packages ormodules.

Special schools. There are special schools for the blind, deaf,mentally handicapped, the physically handicapped, and maladjustedchildren. Some schools cater for all kinds of disability but mosttake only students with one particular kind of disability. Teachersare graduates from the Special College of Teachers' Education,Bachelor of Arts from the Institute of Teachers' Education, majoringin Special Education, or a Diploma Programme, majoring in SpecialEducation.

Integrated primary schools. The pupils of integrated primaryschools consist of normal children and disabled children. The staffconsists of normally trained and specially trained teachers workingtogether with classes.

Education for girls. There is no difference between girls andboys in access to education. In the academic year 1980-1981, boyscomprised 53.8 per cent of the total students and girls 46.2 per cent.Girls and boys go to the same school as there is no institution at theprirqary level which teaches boys and girls separately. However,there are special subjects taught mainly to girls such as cooking andsewing.

Education at the rural areas. Rural areas cover 80 per centof the total areas so education in the rural areas is very important.

35 43


The education programme is planned in conformity with the com-munity needs, aimed at making the village productive and keepingthe graduates of primary school in their own village.

Education in the remote areas. The two factors that deter-mine whether a certain place is a remote area are its distance from alearning centre and the small number of its population. The govern-ment provides different kinds of schools for 7-12 year old childrenbased on the following considerations:

a) A location with between 10 to 60 children aged 7-12.This is an area which could be reached by children aged7-12 within a radius of approximately 3 km. Small schoolsare built to accommodate these children.

b) Location with less than ten children aged 7-12. The Gov-ernment provides different kinds of schools:

i) SD Pamong. One primary school is designated to bethe centre of activities and teachers of the designatedschool come to the location two or three times a week.Each child learns using a module, assisted by hisparents or any other person who acts as a tutor.

ii) Dormitories. The Governmcnt provides dormitories toaccommodate the children who live in areas more than3 km from learning centres/primary schools. Both theGovernment and private sectors build these dormi-tories.

iii) Radio. Educational broadcasts are provided by theCentre of Communication Technology of the Depart-ment of Education and Culture.

c) Education is available for special groups comprising chil-dren who do not go to school because of the poor condi-tion of their parents, they belong to nomadic tribes, orthey are handicapped.

d) Children from poor families often assist their parents inearning money. They may join an SD Pamong or a learn-ing group where they could learn at any time and anyplace without disturbing their daily activities.

3644

National policy and plan of UPE

e) In spite of the small number of nomadic tribes the govern-ment has provided education for them. The children ofthese tribes also join learning groups.

f) Functionally the responsibility for compulsory educationlays with the Minister of Education and Culture. Opera-tionally however, compulsory education is managed by thepart-time working group for compulsory education estab-lished from central to village levels.

In the Department of Education and Culture there is aSub-Directorate of the Development of Compulsory Educationhaving the following sections: (a) publications; (b) data recording;(c) evaluation; and (d) programming.

Evaluation and monitoring activities are also carried outregularly at all levels, from central to village.

Drop-outs and repeaters

One of the obstacles in the implementation of compulsoryeducation is the existence of repeaters and drop-outs. According tothe regulations enacted, a student may only repeat twice during hiswhole primary education. A student who repeats more than twicewill be treated specifically. It is assumed that the repeaters are 5to 10 per cent for each grade. According to 1980 census the numberof drop-outs in the 7-12 age group was 5.09 per cent for each grade.Most repeaters are incapable students, while drop-outs are affectedby socio-economic, socio-cultural factors and other factors.

Realizing that the repetitions and drop-outs will hamper theimplementation of compulsory education, the Government agreesthat parents and teachers of both repeaters and drop-outs shouldbe given some guidance. Teachers should assist students and advisetheir parents that they should provide a better environment forlearning so that their children may fmish their study up to the gradeVI and get their certificates. Teachers should be able to identify inadvance who will repeat or drop-out and the reasons for it. Guidanceshould be prepared for teachers to assist them identify those whomight repeat or drop-oltt; find the causes; give assistance and lessenthe number of repeaters and drop-outs; and evaluate the successrate.

37

45


Providing an alternative place of study. The SD Pamong andKejar programme provide a means for students to study at any timeand place. Those who have finished their study either in the SDPamong or the Kejar Programme are given chances to sit an equava- ,

lent primary school examination. W!th this arrangement it is ex-pected that the drop-out problem could be overcome.

Teacher training

One of the reasons for drop-outs is the wrong attitude ofteachers and parents. Some teachers do not teach interestinglywhile others frighten the students away. Some parents often telltheir children that there is no benefit in going to school. To lessenthe number of drop-outs because of these reasons a number oftraining courses have been conducted in various subjects designedfor primary school teachers.

Other means to reduce the drop-out rate are the provision ofimproved educational facilities; the provision of schools near studentresidences; the requirement that to become a government official,one must have the primary school .certificate; exemption fromschool fees for primary school students and the provision of fellow-ships.

Plan for improving the supply of teachers. In the implemen-tation of compulsory education teacher provision is a decisivefactor. At present those who could become primary school teachersshould be graduated from General Teachers Training School atSecondary Level (SPG), Teachers Training School for Sport at theSecondary Level (SGO) and Teachers Training School for Religionat the Secondary Level (PGA).

Nationally there are adequate numbers of candidates forteacher training, however, their distribution is not even. In someprovinces there are few teachers and in others there are too manyteacher candidates. According to the experience it is not easy tomove a primary school teacher from one area to another, becauseof the different traditions they have in each region.

To minimize this problem the Government will:

a) make all teacher education schools in each region ofthe same standard so that each province can meet thedemand for teachers;

46

National p olicy and plan of UPE

b) organize a crash programme by training general seniorhigh school graduates to become primary schools teachers;and

c) provide fellowships for teacher education school studentsin remote areas.

Table 16. The provision of primary school teachers

Year General teachers Sport and health teachers

1983/1984 55,945 5,434

1984/1985 67,395 8,072

1985/1986 69,681 9,779

1986/1987 70,884 11,429

1987/1988 71,285 12,938

1988/1989 70,874 14,172

1989/1990 69,653 15,007

Table 16 shows the projection for teacher requirements upto 1990. There will also need to be 205 Public Teacher TrainingSchools, 395 Private Teacher Training Schools and 51 TeacherTraining Schools for Sport and Health Education.

Plan for school buildiiag provision

By the begirlt. g of Repelita IV there will be 24.7 millionschool-age childre :ccommodated in primary schools. DuringRepelita IV the buitaing of new schools and renovation of build-ings will be continued including schools in the remote areas andspecial schools for the handicapped.

Language used as the medium of instruction

Bahasa Indonesia (the national language) is used as themedium of instruction in all schools. The Government has allowedschools wishing to do so to use local languages at the first threeyears of primary schools and Bahasa Indonesia from grade IVonwards. In some regions, however, there are a number of schoolsusing Bahasa Indonesia as a medium of instruction from grade I.

3947

Chapter Four

SIGNIFICANT NEW DEVELOPMENTSAND PROGRAMMES

In 1983, in co-operation with the National DevelopmentPlanning Board, the Department of Education and Culture, Depart-ment of Internal Affairs, Finance Department and Department ofReligion an overall data-proceE .ng exercise on basic educationalinstitutes and their buildings was carried out.

Each school as an educational institute is provided with aSchool Statistics Number (NSS), and each of their school-buildingsis provided with a Building Statistics Number (NSB). The respon-dents of the survey are all inspectors of Kindergartens PrimarySchools throughout Indonesia. At the time this writing is made,the NSB 83 questionnaire forms already returned have reached94 per cent. The criterion used to evaluate the preparation ofcompulsory education is the ratio of Pupil/Seat to Class/Teacher.On the basis of the latest primary school statistical result, an attempthas been made to estimate the position of each province. Theresults are shown in Tables 17 and 18. Each province has sufficientinfrastructure and means to perform compulsory education.

The organization of primary schools in the traditional mannerwas incapable of responding to the demands of increased growthrate. An attempt has been made to supplement the primary schools,special schools and Ibtidaiyah Islamic Schools through the SDPamong system which includes:

1. SD l'among, Learning Centre Primary Schools Models withsubjects for tuition in the form of modules;

2. SD Pamong, Learning Sub-Centre Primary School Models;

3. SD Pamong, SAC-PS Models with subjects for tuition inthe form of Packet Books and Directions for StudyingPacket Books;

4840

New developments and programmes

Table 17. Students seats estimation primary school, MI and primary school + MI(1984-1985)

Province

Students Pupils Seats Pupils/Scats

SD MI SDeMI SD MI SOO f I SD MI 2D4MIL

DKI Jakarta 1,076.582 89,992 1.166.574 728.341 85,924 814,265 1.48 1.05 1.43

JaVis !Ural 4 778,283 935,412 5,713.695 5,030,488 707,268 5.737,756 0.95 1.32 1.00

Jaws Teriph 4,277,590 735,919 5,013,509 4,301,506 698,879 5,000,385 0.99 1.05 1.00

DI Yogtakarta 479.355 19,800 499,155 495,473 14,246 509.719 0.97 1.39 1.02

Jawa Timur 4,520.736 897,409 5,418,145 4,727,672 800,888 5428,560 0.96 1.12 0.98

DI Aceh 451.969 100,436 552.405 494.437 65,100 559.537 0.91 1.54 0.99

Sumatcra Ulna 1 729.290 57,493 1,786,783 1,659.160 49,867 1,709.027 1.04 1.15 1.05

Sumatcra Barat 660,586 23,022 683.608 651,717 21.863 673.580 1.01 1.05 1.01

Riau 386,906 30,584 417.490 452,942 28.364 481.306 0.85 1.08 0.87

Jambi 275,673 14.595 290.268 295,060 11,740 306,800 0.93 1.24 0.95

Sumatera Selman 878.164 56.358 934,522 1,000,573 45,823 1,046,396 0.88 1.23 0.89

Berukulu 169,826 17,662 187.488 778,854 12.863 191.717 0.95 1.37 0.98

Lampung 861.894 78.430 940,324 962.914 51,360 1,014.274 0.90 1.53 0.93

Kalimantan Bum 477,508 13,728 491,236 561.928 12,194 574,122 0.85 1.13 0.86

Kalimantan Tcnph 179.446 15.279 194.725 205,780 13.340 219.120 0.87 1.15 0.89

Kalimanun Selman 343,213 78,315 421,528 388,920 77,472 466,392 0.88 1.01 0.90

Kalimantan Timur 212,078 7,682 219,760 252.059 6.008 258,067 0.84 1.28 0.85

Sulawesi Utara 434.488 3,726 438.214 432.461 3.182 435.643 1.00 1.17 1.01

SuLiwesi Teriph 270,916 11.052 281.966 272.849 10.250 283,099 0.99 1.08 1.00

Sulawesi Selatan 1.175,422 80.145 1,255,567 1,266,398 70,474 1.336.872 0.93 1.14 0.94

Sulawesi Tenggara 201.939 2.992 204,931 238.966 2,485 241.451 0.85 1.20 0.85

Maluku 262.584 11,353 273,937 250,256 11.047 261.303 1.05 1.03 1.05

Ball 480.559 6,216 486,775 500.589 6,050 506.639 0.96 1.03 0.96

Nusa Tenggara Barat 492 053 44,519 536.572 489,105 39,734 528.839 1.01 1.12 1.01

Nuu Tenggara Timur 539,707 8,183 547.890 528,245 7,752 535,997 1.02 1.06 1.02

Irian Jays 203,622 948 204.570 224,915 925 225.840 0.91 1.02 0.91

Timor Thu, 108.111 250 108.361 85,264 242 85.506 1.27 1.03 1.28

Indonesia 25,928.500 3,341,500 29,270,000 26,676,872 2.1155.340 29.532,212 0.97 1.17 0.99

Data Source: Centre of Informatics - BP3K

4. SD Pamong, Village Council Hall Models with subjectsfor tuition in the form of modules;

5. SD Pamong, Village Council Hall Models with subjects fortuition in the form of Packet Books and Directions forStudying Packet Books;

6. Small Primary Schools with subjects for tuition in theform of Modules;

7. Packet Study Activities, which are prepared later on toundergo Primary School Competitive Examination (PSCE);

8. Packet A Study Activities with directions for means oflivelihood education;

41 4 9


Table 18. Ratio of class to teachers primary school, MI, and primary school + MI(1984-1985)

anus Mechem ClassalTrachen

ProvMce SD MI SD+ MI SD MI SD .M1 SD MI SD

OKI hkuta 27,320 3,951 31,271 29,062 4.060 33,122 0.94 0.97 0.94

Jaws Dual 145,843 39,943 185,786 142,628 39,673 182,301 1.02 1.01 1.02

Jaws Tenph 144,391 33,350 177,741 160,813 33,663 194,476 0.90 0.99 0.91

DI Yogyakarta 16,399 1,183 17,582 19,053 1,275 20,328 0.86 0.93 0.86

Jaws Tlmur 136,749 38,716 175,465 156,889 38,414 195,303 0.87 1.01 0.90

DI Aceh 14,914 5,093 20,007 18,890 3,736 22,626 0.79 1.36 0.88

Sumter. Utua 58,188 6,170 64,358 65,899 5,981 71,880 0.88 1.03 0.90

Sumatera Dant 22,347 1,755 24,102 26,296 1,767 28,063 0.85 0.99 0.86

Man 13,660 1,225 14,885 14,704 1,263 15,967 0.93 0.97 0.93

iambi 10.235 2,076 12,311 13,420 2,065 15,485 0.76 1.01 0.80

Sumatera Selat an 26,808 2,780 29,588 31,903 2,543 34,446 0.84 1.09 0.86

Bengkulu 4,776 1,136 5,912 6,832 866 7,698 0.70 1.31 0.77

Lampuns 25,895 2.911 28,806 28,020 2,481 30,051 0.92 1.17 0.94

Kalimantan Duet 16,395 786 17,181 19,127 662 19,789 0.86 1.19 0.87

Kalimantan Tergah 8,063 747 8,810 9,308 S5I 9,859 0.87 1.36 0.89

Kalimantan Selatan 13,293 4,272 17,565 17,419 3,812 21,231 0.76 1.12 0.83

Kalimantan Timm 8,127 393 8,520 10,884 394 11,278 0.75 1.00 0.76

Sulawesi Utara 17,222 262 17,484 19,860 217 20,077 0.87 1.21 0.87

Sulawesi Tengah 10,034 1,393 11,427 11,190 1,308 12,498 0.90 1.06 0.91

Suhwesi Selatan 39,841 4,596 44,437 42,579 4,304 46,883 0.94 1.07 0.95

Sulawul Tenggara 7,081 340 7,421 8,548 356 8,904 0.83 0.96 0.83

Maluku 11,993 606 12,599 10,982 436 11,418 1.09 1.39 1.10

Bali 15,137 232 15,369 16,819 223 17,042 0.90 1.04 0.90

Nusa Tenggua Bust 14,745 2,458 17,203 16,542 2,769 19,311 0.F2 0.89 0.89

Nun Tenggara Timm 19,140 438 19,578 21,542 405 21,947 0.89 1.08 0.89

Irian hya 10,686 59 10,745 9,076 61 9,137 1.18 0.97 1.18

Timor Timur 2,553 19 2,572 3.037 15 3,052 0.84 1.27 0.84

Indonesia 841,835 156,890 998,725 931,322 153,300 1.084.622 0.90 1.02 0.92

Dam Source Centre of Informatics - 13P3K

9. Laboratory Elementary Schools;

10. Integrated Elementary Schools.

The main characteristics meant to be developed in organizingsuch alternative primary schools are: the teacher can teach severalclasses simultaneously so that fewer teachers are needed at school.Besides teachers, the learning/teaching process can be performed bythe society or the pupil's parents or his senior class-fellow as a tutor,the time to learn should be flexible, the subjects for tution shoulduse modules, and the study hall should not be tied down to theschool-building.

42 50


Teacher Training Institute Laboratory Primary Schools

The characteristics of these schools activities are research anddevelopment, centred on looking for and finding suitable means tocarry out the functions of educational methods. The means forcarrying out those functions are looked for, developed, put to thetest, evaluated and perfected.

The means being throughly examined and developed for theimplementation of educational functions are:

a) perfection of methods of teaching by means of modules;

b) the perfection of the implementation of the completestudy principle. This programme of perfection coversmeans, enabling the implementation of a complete studyprinciple in a reasonable manner by way of providingeach module with diagnostic tests, remedial programmes,enrichment programmes -and other means supporting theimplementation of the complete study principle;

c) preparation and implementation of comprehensive evalua-tion;

d) further developments of admanistrative means for theimplementation of the contino --,aressing principle;

e) the development of a programmes i guidance and enligh-tenment; and

f) the development of terminal educational programmes.

Formal and non-formal education within the frame of com-pulsory education

Sometimes it is difficult to draw a sharp distinction betweenformal education and non-formal education. Compulsory educa-tion, although it will only be implemented for children in the agegroup 7-12 years, constitutes an arduous and complex task. Basedon the preparations performed by the Government so far and sup-ported by various facts and problems encountered, compulsoryeducation will be conducted both through channels of formal andnon-formal education. The connection between both channels asreferred to is depicted in Figure 3. This seems to have been successful

43 51


but what still constitutes a problem is whether those who havepassed through UPERS obtain the same right as those passed throughthe EBTA

Figure 3. Compulsory education through formal andnon-formal education

tRJHARY SCHOOL

aISTIDAIYAH ISLAMIC SCHOOL

Frr--KESARA, A20

END OF SCHOOL EVALUATION(EVA)

ERA

..... tonna sad ime.foroul `bouads" EntnuseeLvelnalias

CESARA100

JUNIORMCA

SCHOOL

EQUIVALENT END OF SCHOOLEVALUATION (UPM%)

A, Amo barliogpockits

There is an opinion that those who have passed throughEBTA should be allowed to continue their studies to Junior HighSchools, while those, who have passed through UPERS, should notbe allowed to continue their studies. This matter may create theimpression that there are two kinds of school-certificates at the levelof primary education. In order to remove such an impression,those who will continue their studies to Junior High Schools, areobligated to go in for their entrance examinations.

Primary school administration

The Headmaster is the educational administrator in theenvironment of the school managed by him. In performing histask the Headmaster is assisted by teachers and other staff.

As an administrator a Headmaster is obligated to performassignments covering planning, organizing, directing, co-ordinating,supervising and evaluating the entire educational activities in hisschool environment. Up to this moment Primary Schools have nospecial employees for administrative work. The Headmaster assignsseveral teachers to perform administrative tasks. At several primaryschools, particularly private primary schools, of which the number

44 52


of pupils is large, they appoint honorary administrative staff. Theadministrative task covers the arrangement of: (a) the learning/teaching process; (b) office administration; (c) pupils; (d) personnelaffairs; (e) equipment; (f) financial affairs; (g) libraries; (h) the im-plementation of guidance and enlightenment; and (i) public relations.

A Special Team, the members of which come from the Depart-ment of Education and Culture, Department Internal Affairs, andthe Department of Finance, are at present dealing with the uniformi-ty of primary school administration.

The implementation of the uniformity of the Primary Schooladministration will be arranged by a decree of the Minister of Educa-tion and Culture and the Minister of Internal Affairs. This will facil-itate the method of reporting, enrich the types of dataavailable at eachschool, and raise the quality of data/information for various needs.

A Planning and Programming Subsection is to be added tothe Department of Education and Culture in the regions. The sub-districts level will have the addition of a Data and Statistics Sub-

section.

Approximately two years ago school-mapping activities wereinitiated. School Statistical Numbers and Building Statistical Num-bers for Primary Schools and Ibtidaiyah Islamic Schools were conse-

quently provided. Both activities are now being developed towardmicro-planning In that way, the planning, which is more from topto bottom, can gradually be well-balanced with the planning frombottom to top.

Method of promotion and appointment in teacher functionalposts

One of the undertakings to raise the quality of teachers, nowbeing put to the test, is the perfection of the Method of Career andTeacher Performance Development Ranking Ladder. This ladderhas been created as a basis for teacher career development.

Areas to be examined and developed in the Method of Promo-tion and Appointment In Teacher Functional Posts are included themethod of evaluating work performance; retaining high qualityteachers evenly spread throughout primary education; and findingteachers who are prepared to be placed in isolated regions.

45

53


ANNEX

Annex Figure I. Organizational Structure, Department of Education and Culture.

EXPERT STAFFOF THE MINISTER

MINISTER OFEDUCATIONAND CULTURE

INSPECTORATEGENERAL

OFFICE OP EDUCA.TIONAL IL CULTURALRESEARCH ANDDEVELOPMENT

CENTER

CENTER

CENTER

SECRETARIATGENERAL

DIRECTORATE GENERALOF PRIMARY ANDSECONDARY EDUCATION

DIRECTORATEGENERAL OITHIGHEREDUCATION

m.. do. me .0

DIRECTORATE GENERALOF OUT OF SCHOOLEDUCATION YOUTH ANDSPORTS

DIRECTORATEGENERALOF CULTURE

; PROVINCIAL OFFICEDEPARTMENT OFEDUCATION AND

E CULTURE

PUBLICUNIVERSITIES

PRIVATE HIGHEREDUCATIONALCOORDINATORS

PRIVATEUNIVERSITIES

DISTRICT OFFICE

EDUCATION ANDCULTURE

SUB.DISTRICTOFFICE OFDEPARTMENTEDUCATION ANDCULTURE

5 4

46

Annex Figure II. Primary education management (primary school and madrasah istidaiyah) in Indonesia

PRESIDINT

DEPARTMENT

OF REUGIOUS

AFFAIRS

DEPARTMENT OF

EDUCATION

AND CULTURE

DIT. GENERAL OF

ISLAMIC

INSTITUTION

DEVE tornwr

DIRECTORATE OF

ISLAMIC

EDUCAIION

DEVELOPMENT11.1.1.

PROVINCIAL OFFICE I

DEPARTMENT OF

RELIGIOUS AFFAIRS I

friT.GENERAL OF

PRIMARY AND DIT. GENERAL OF

SECONDARY REGIONAL

EDUCATTON DEVELOPMENT

EEPARTMENTOF

INITIAL AFFAIRS

I

DIRECTORATE

OF PRIMARY

EDUCATION

PROVINCIAL OFFICE

DEPARTMENT OF

EDUCATIJN AND

CULTURE

ISLAMIC

INSTINTION

DEVELOPMENT

DIVISION

.rnsrlucr OFFICE,

DEPARTMENT OF

RELIGIOUS AFFAIRS

=w

PRIMARY AND

'TAMER EDUCATION

DAIMON

DISTRICT OFFICE,

DEPARTMENT OF

EDUCATION AND

CULTURE

ISLAMIC

EDUCATION SECTION

SUBDISTRICT

OFFICE DEFT. OF

RE UGIOUS AFFAIRS

MADRASAHISTIMIYA I

z

DEPARTMENT OF

l'INANCE

DM. GENERA S. OF

PURUC

ADMINISTRATION AND

REGIONAL OTONOMY

GOVERNOR

EDUCATIONAL OFFICE

PROVINOAL LEVEL

IHARD OF NATIONAI I

PLAN AND DEVELONin;

LISAPPENASI

DIT.GLAERAL OF

ITIEGET

goo imdI11

REGENT

HPRIMARY EDUCATIONAL OFFICE

EDUCATION SECTION DISTRICT lEVEL

0,4

SUIDISTRICT

OFFICE DErr. A MINDERGARIMOF EDUCATION PRIMARY SCHOOLAND CULTURE SUPERVISOR

-77TnV

rPRIMARY SCHOOL 1

2

<m

runurn PIIPANONG

HEAD OF

SUS - DISTRICT

EDUCATIONAL OFnCE

SUIOUTRICT LEVEL

55

1111

IMO I I, N 61.

Annex Table la Annex Table lb

Percentge of total schools by number of teachers, Percentage of total schools by number

including headmasters (1974.1976) of pupils (1974-1976)

Number of Teachers per school 1974 1975 1976

(Including Headmaster)

1 2,6 2,6 2,8

2 4,5 4,7 2,8

3 6,2 7,4 7,9

4 8,9 10,1 10,3

5 11,7 13,5 10,4

6 15,6 15,1 14 8

15,7 15,5 15,9

8 12,4 10,6 11,9

9 8,1 7,3 7,6

10 5,1 5,5 5,7

11 3,5 2,7 2,5

12 5,7 5,0 4,8

Data Source: Primary School Statistics BP3K 1974-1976

Number of Pupils per School 1974 1975 1976

<50 5,1 3,6 4,1

51 - 100 12,9 12,5 13,8

101 150 21,6 19,3 19,3

151 - 200 24,0 22,2 21,7

201 - 250 17,2 17,9 17,9

251 - 300 9,1 11,2 10,9

301 - 350 4,4 6,2 5,8

351 - 400 2,4 3,1 2,9

401 - 450 1,3 1,7 1,6

451 - 500 0,7 0,9 0,8

501 600 0,6 0,8 0,7

601 0,7 0,7 0,5

Data Source: Primary School Statistics BP3K 1974-1976

Annex

Annex Table IL Public expenditure or .1,:imary education(1981-198 2)

A. Current expenditure

i) Teachers' salaries Rp. 645,869,198,424,ii) Administration and supervision

iii) Teachers/supervisor training Rp. 46,600,000,000,iv) Other

Total of A Rp. 692,469,198,424,

B. Capital expenditure

i) School building Rp 364,503,300,000,ii) Equipment

Total of B Rp. 364,503,300,000,

Grand total of A & B Rp. 1,056,972,498,424,


Annex Table III. Net enrolment and gross enrolment ratio primary school level(19804 981)

No. ProvincesPopulation

742 age

Number of pupil7.12age

prints + MIWm.

(per cent)Number of pupils

Prim: r AnG(Enr

(per tent)

(I) (21 (7) (4) 121,. (4(.5 x 100%) (6) (7).(6/7 x I00%)

01. DKI Jakarta 922.651 841,204 91.1 1.049,091 113.702. LIws float 4.911.772 1996,313 83.1 5,042,584 104.903. Jaw; Tenpb 4.203.648 3,654,992 86.9 4,479.329 106.604. DI Yogyakarta 418,522 394,895 94.3 476,938 114.005. Jaws Tlmur 4,606.368 4,000.787 86.9 4,852,273 105.3

06. DI Mall 465,261 401,410 86.3 490.803 105307. Sumatera Utara 1,518.321 1,33 4287 87.8 1,594.156 105.008. Sumatera Pant 586,7511 521.125 89.3 613,624 104.609. Riau 355.328 287,885 81.0 345,824 97.310, Jambi 250.461 189,717 75.7 224,258 89311. Sumatera Selatan 797,638 661,361 82.9 793,087 99.426. Bengkulu 136,829 113,485 82.9 140,982 103.012. Lampung 856,205 690,801 80.7 773,549 90.3

13. Kallmantan Barat 420.791 291.496 70.0 386,413 91.814. Kallmantan Tenph 164.255 135,656 82.6 168,191 102.415. Kalimantan Scialan 362,007 299,022 82.6 363,052 100.316. Kalimantan Timur 193.978 152,462 78.6 185,609 95.7

17. Sulawesi Duo 359.283 326,028 90.7 399,271 111.1IF. Sulawesi Tenph 224,079 197,899 88.3 238.179 106.319. Sulawesi &bun 1,076,007 857,565 80.1 1,073,824 100.420. Sulawesi Tenggara 175,772 150,113 85.4 177.452 101.0

21. Maluku 235,449 199.804 94." 236,338 100.422. Ball 425.913 370.094 431.647 101.323. Num Tengpra final 489.876 365.602 431.329 88.024. Nusa Tenggara Timm 458,172 366,540 472.229 103.125. Irian Jaya 183,039 122,676 67.0 159.111 86.927. Timor Timur 101,630 44.997 44.3 65,046 64.0

! idonesia 24,793,921 20.974.207 84.6 25,664,189 103.5

Data Source: Population Census 1.3 Serial

58

50

Annex

Annex Table IV. Age, Sex, grade distribution of pupils enrolled in allgrades of primary education

(1977)

AgeGrade Per

cent1 11 III IV V vi Total

6 704 704 4.Y

7 1,851 483 2,334 13.5

8 1,140 1,412 316 '2,868 16.6

9 442 1,019 1,070 255 2,786 16.1

10 131 536 940 824 184 2,615 15.2

11 42 200 497 759 616 155 2,269 13.1

12 17 70 204 440 595 515 1,841 10.7

13 4 21 68 185 346 483 1,107 6.4

14 6 23 69 186 389 673 3.9

15 2 5 13 30 50 0.3

over15

2 4 12 18 0.1

Total 4,331 3,747 3,120 2,539 1,944 1,584 17,265 100.0

Data Source: School Statistics BP3K 1977

5 9

51

;

SELECTED APEID PUBLICATIONSRELATING TO UNIVERSALIZATION OF PRIMARY EDUCATION

* Universalizing education: linking formal and non-formal programmes; report.1979.

* Universalhing education: strategies for development and use of instructionalmaterials; report. 1979.

* Universalizing education: selected innovative experiences: new techniques forpreparing educational personnel. 1980.

* New personnel profiles in relation to changes in society and educationalsystems. 1980.

In-service teacher education: developing innovatory strategies and instructionalmaterials; report. 1980.

* Designing instructional materials for general education and teacher training: aportfolio of experiences in Asia and Oceania. 1980.

* Preparing educational personnel: training methodologies based on locallyavailable learning resources; report. 1980.

Linking science education in real-life; curriculum design, development andimplementation; report. 1980.

Towards better health and nutrition; report. 1981.

Social changes and new profiles of educational personnel; national studies:India, Nepal, Philippines, Republic of Korea. 1981.

Report of the study group meeting on evaluation and development of inno-vative methods of teaching with reference to problems of multiple classesand disadvantaged groups. 1981.

Integrating subject areas in primary education curriculuma joint innovativeproject; report. 1982.

Distance learning for teacher education; report. 1982 (3 vols.)

Multiple class teaching and education of disadvantaged groups; nationalstudies: India, Sri Lanka, Philippines, Republic of Korea. 1982.

Learning needs and problems in primary education; report. 1983 (2 vols).

Training of educational personnel for integrated curriculum; report. 1984.

* Out of stock.

60

The Asian Programme of Educational Innovation for Development

(APEIP" its primary goal to contribute to the building of national

capabibu,, - nde rt akin g educational innovations linked to the problems

of national devclopment, thereby improving the quality of life of the people

in the Member States.All projects and activities within the framework of APEID are designed,

developed and implemented co-operatively by the participating Member

States through over one hundred national centres which they have associated

for this purpose with APEID.The 24 Member States participating in APEID are Afghanistan, Australia,

Bangladesh, China, Fiji, India, Indonesia, Iran, Japan, Lao People's Democra-

tic Republic, Malaysia, Maldives, Nepal, New Zealand, Pakistan, Papua New

Guinea, Philippines, Republic of Korea, Samoa, Singapore, Socialist Republic

of Viet Nam, Sri Lanka, Thailand and Turkey.

Each country has set up a National Development Group (NDG) to

identify and support educational innovations for development within the

country and facilitate exchange between countries.

The Asian Centre of Educational Innovation for Development (ACEID),

an integral part of the Unesco Regional Office for Education in Asia and the

Pacific in Bangkok, co-ordinates the activities under APEID and assists the

Associated Centres (AC) in carrying them out.

The eight programme areas under which the APEID activities are organ-

ized during the third cycle (1982-1986) are:

1. Universalization of education: access to education at first level by

both formal and non-formal means;

2. Education for promotion of scientific and technologicalcompetence and creativity;

3. Education and work;4. Education and rural development;5. Education and urban development;

6. Educational technology with stress on mass media and low-cost

instructional materials;

7. Professional support services and training of educational personnel;

8. Co-operative studies, reflections and research related to educationaldevelopment and future orientations.

' 61

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